Le modèle SAMR, élaboré par Ruben Puentedura, est une référence théorique très importante pour les éducateurs qui souhaitent réfléchir à l’intégration efficace et réellement pédagogique des technologies en classe. En voici un résumé.
In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. So far, however, there is a lack of review studies with focus on investigating factors such as: the uses, advantages, limitations, effectiveness, challenges and features of augmented reality in educational settings. Personalization for promoting an inclusive learning using AR is also a growing area of interest. This paper reports a systematic review of literature on augmented reality in educational settings considering the factors mentioned before. In total, 32 studies published between 2003 and 2013 in 6 indexed journals were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings.
"As we employ the 1 to 1 experience, we need to ask two important questions. Is the 1 to 1 and the device about using technology, or is it about a more meaningful and engaging learning experience? Spending a day online for individual research can be a wonderful simple integration of technology experience, but might not be a true blended learning opportunity. Asking students to research and then collaborate with each other online in a collective experience takes this integration and provides more of a blended experience.
"The blended learning experience allows technology and the online experience to breakdown the traditional classroom allowing important transformation. One might wonder where on the spectrum of simple integration to blending learning a possible learning activity might be. I would like to share a lens of ten ideas that educators may wish to look at as they reflect on their 1 to 1 activity and classroom learning experiences that use technology . Sometimes it is just a simple tweak to bring out the wonderful possibilities of blended learning. Please feel free to read my ideas below that might allow you to use classroom technology to bring out a richer and blended learning experience."
Jumpchat est un outil en ligne qui permet de créer le plus facilement du monde une vidéoconférence sur Internet.
Il est même assez difficile de faire plus simple que Jumpchat. C’est le principal avantage de ce tout nouveau service, un simple navigateur suffit, pas besoin de plugins ou d’extensions pour le faire fonctionner. Jumpchat fonctionne sur tous les navigateurs, ses créateurs sont par ailleurs en train de travailler sur des versions mobiles pour iOs et Android.
There is, though, another approach to both software development and, I think, curriculum design. In the world of programming, ideas of adaptive design and the lightweight approaches of the 90s were crystallised in 2001 with the publication of the Manifesto for Agile Software Development, which, while acknowledging that while processes and tools, comprehensive documentation, contract negotiation and following a plan all have their value, much more is gained through focusing on individuals and interactions, getting software that works, collaborating with customers and responding to change.
With a little adaptation, these are ideas which many of us would see as important in a more learner centric, flexible approach to teaching: an approach where we teach the pupils and students we work with, not the ring binder we're given.
Focusing on individuals and interactions means, I think, a serious attempt to provide the personalised learning we used to hear so much about, itself a reiteration of the heady days of Plowden's "At the heart of the educational process lies the child". If Gove goes ahead and "disapplies" the ICT programmes of study, we have an opportunity to tailor what we teach as well as how we teach to the needs, enthusiasms and aspirations of each learner – to ask, "What would you like to learn?" and then to help each find ways to teach themselves and one another.
L'objectif de ce billet est de décliner les attitudes qui risquent d'affecter la qualité de votre Environnement d'Apprentissage Personnel (EAP pour les avertis). Il est en effet facile de construire un édifice bancal, chronophage et inefficace....
Here is a good infographic that grabbed my attention today as I was leafing through Debra's creativity Pinterest Board. The visual features some interesting tips to help in brainstorming creative ideas. I have gone through these ideas and I think these could be a useful resource to use with students. When students are working on a writing task or a classroom project, these tips could probably help them generate some innovative ideas and boost their thinking process.
Evidence-centered design suggests that any system of assessment begins with a conception of the capabilities one wants to develop in a learner; from there develops the machinery of the assessment system, such as tasks, rubrics, and scoring models (Messick 1994).
From “Analytics to Literacies: The Development of a Learning Analytics Framework for Multiliteracies Assessment“(Shane Dawson and George Siemens):
Learning Analytics methods such as social network analysis(SNA), epistemic network analysis (Shaffer et al., 2009), and affective learner attributes (Baker, D’Mello, Rodrigo, & Graesser, 2010) merged with computational linguistics moves the focus of learning analytics from the measurement of an end product towards an evaluation of the process of learning.
It is unlikely such a model can be developed through a reliance on extracting student assessment data and LMS activity alone. Grades and LMS activity do not sufficiently represent the diversity of social and cultural based interactions students frequently engage in as learning is not the sole domain of formal institutions. This calls for an examination of how student engagement across multiple educational and social systems can be captured and incorporated, including the more qualitative artifacts such as student discussion postings, essay writing, blog posts, YouTube, Facebook or Twitter feeds. The inclusion of social network methodologies provides a rich stream of data and an important analytical view to determine the types of relationships and extent of participation in defined communities. In this context, analytics can begin to capture the necessary insights that relate the individual to the community – or in the terms of Jenkins, the individual’s active engagement in a participatory culture. The following section outlines possible metrics for evaluating multiliteracies.
In part 1 of this 6-part series, Thomas Stanley looked at an overview of blended learning, specifically the critical interactions of a blended learning model. In part 2, he looked specifically at student-to-student interaction, and the reality of synchronous and asynchronous access, and in part 3 he looked at student-to-teacher interactions, and moving from instruction to becoming the “guide on the side.” In part 4 below, he explores the critical student-to-community interactionStudent-to-Community interaction is a critical piece of well-designed blended learning models, as this article explores.
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